The ability to read is well-recognized as essential to being successful in school history. To be able to read history textbooks effectively, students can be made aware of some features typical of history discourse. Knowledge of how nominal groups are functional in history discourse can help students and teachers engage with the meanings presented in textbooks. This article analyzes the use of nouns and nominal groups in history textbooks, using sample passages to illustrate the complexities of history discourse and the challenges presented, especially for English language learners and other students who may have limited experience in academic language. The context of this discussion is not only linguistic but also educational, with practical suggestions for focusing students on these often-difficult linguistic features. Learning history means learning the language that expresses history. This article shows an example of the kind of discipline-specific academic support in language and literacy development that would enable students to be more successful in their reading of history. (Contains 2 figures and 26 notes.)